Research On The Teaching Strategies Of Primary School Chinese Skimming Texts

The Ministry-edited textbooks put into use in 2016 increased the division of class types,and built a "trinity" reading teaching system of intensive reading,skimming,and extracurricular reading.Among them,intensive reading texts teach reading methods,skimming texts are used to transfer methods,and extra-curricular reading expands the scope of reading.The three work together to improve students' reading ability,and skimming texts play a role as a bridge and link,connecting reading inside and outside the classroom.However,in front-line teaching,there are many problems in the implementation of skimming text teaching.For example,teachers cannot grasp the nature of skimming,and cannot distinguish between skimming and skimming texts;teachers make skimming classes into intensive reading classes or blindly pursue exams.The grades ignore the teaching of skimming texts,etc.,and cannot achieve the curriculum goals of skimming.This research focuses on the teaching research of primary school Chinese skimming texts,based on the current situation of primary school Chinese skimming texts teaching,and proposes teaching strategies for primary school Chinese skimming texts.By reviewing the literature,combing the research status of primary school Chinese skimming text teaching at home and abroad,interpreting the "Curriculum Standards" and the concept of arranging textbooks edited by the Ministry,and comprehensively using the literature analysis method,questionnaire survey method and interview method to conduct first-line research.This research takes 71 Chinese teachers from X Primary School in Linyi City and 353 students from 9 classes in grades 3 to 6 as the questionnaire survey objects,and selects four Chinese teachers of different teaching ages as the interview objects to deeply analyze the first-line classrooms of skimming text teaching.After descriptive analysis of the obtained questionnaire data and interview results,the existing problems and reasons of primary school skimming text teaching were obtained.Based on the discovery learning theory,the zone of proximal development theory and the scaffolding teaching theory,the teaching strategies of primary school Chinese skimming text were proposed.The investigation found that there are problems in the cognitive and practical aspects of Chinese skimming text teaching in primary schools.In the cognitive aspect,there are the phenomenon of ambiguous understanding of the "Trinity" reading teaching system,one-sided interpretation of curriculum standards,and mismatch of understanding between teachers and students;At the practical level,there are problems such as single teaching goal basis,improper selection of teaching content,unclear teaching implementation curriculum,incomplete teaching evaluation and lack of promotion channels.Combining the two dimensions of cognitive practice,this study gives relevant strategic suggestions: at the cognitive level,first,clarify the arrangement intention and establish the "Trinity" unified view.Secondly,study the curriculum standards and comprehensively and scientifically grasp the nature of skimming texts.At the practical level,teaching design is the cornerstone of the teaching of skimming texts;the teaching implementation is detailed and appropriate,and teachers should "support and let go";the teaching evaluation system is complete and has a negative effect on teaching activities;teaching and research activities are indispensable and point to the improvement of teachers' abilities.